Pub Date : 2023-08-06DOI: 10.1177/00345237231183343
S. Truman
This paper argues that the contemporary climate crises we see around our planet correlate with a colonial crisis of (literary) imagination. The author engages with Caribbean literary scholar Sylvia Wynter and other anti-colonial scholars to trace how the colonial literary imagination is rooted in the euro-western humanism and racial capitalism that governs the west, the stories and literary forms that frame it, and whose logics continue to be rehearsed across the disciplines—particularly in English literatures taught in school. The paper then argues that to understand the histories of this crisis of imagination and its link to climate crises, and perhaps paradoxically access literature’s speculative potential to imagine different climate futures, literary educators and scholars need to prioritize literatures and literary critiques that are embedded in a different relationship to the imagination and ecology.
{"title":"Colonial crises of imagination, climate fictions, and English literary education","authors":"S. Truman","doi":"10.1177/00345237231183343","DOIUrl":"https://doi.org/10.1177/00345237231183343","url":null,"abstract":"This paper argues that the contemporary climate crises we see around our planet correlate with a colonial crisis of (literary) imagination. The author engages with Caribbean literary scholar Sylvia Wynter and other anti-colonial scholars to trace how the colonial literary imagination is rooted in the euro-western humanism and racial capitalism that governs the west, the stories and literary forms that frame it, and whose logics continue to be rehearsed across the disciplines—particularly in English literatures taught in school. The paper then argues that to understand the histories of this crisis of imagination and its link to climate crises, and perhaps paradoxically access literature’s speculative potential to imagine different climate futures, literary educators and scholars need to prioritize literatures and literary critiques that are embedded in a different relationship to the imagination and ecology.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"105 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78378164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1177/00345237231179854
S. Gorard
This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.
{"title":"The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras","authors":"S. Gorard","doi":"10.1177/00345237231179854","DOIUrl":"https://doi.org/10.1177/00345237231179854","url":null,"abstract":"This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"26 1","pages":"111 - 123"},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84506224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.675
William W. Burton
How to Change Everything (2021) takes Klein's renowned work This Changes Everything (2014), and with the support of Rebecca Stefoff, an author with significant experience writing for young readers, targets the youth that came of age during the climate strikes. Throughout the 300 well-paced and authoritative pages, Klein and Stefoff centre the work of Greta Thunberg and the principles of climate justice and seek to build on the momentum of youth activism from before the pandemic. Yet readers coming from a public education background will note the dearth of practical applications for the classroom. The world of tomorrow will be changed through movement building outside of the school and instead in community and on the streets claim Klein and Stefoff, leaving behind increasingly disconnected systems of education.
{"title":"A Review of Klein, N., & Stefoff, R. (2021)’s How to Change Everything: A Young Human’s Guide to Protecting the Planet and Each Other","authors":"William W. Burton","doi":"10.37119/ojs2023.v28i2a.675","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.675","url":null,"abstract":"How to Change Everything (2021) takes Klein's renowned work This Changes Everything (2014), and with the support of Rebecca Stefoff, an author with significant experience writing for young readers, targets the youth that came of age during the climate strikes. Throughout the 300 well-paced and authoritative pages, Klein and Stefoff centre the work of Greta Thunberg and the principles of climate justice and seek to build on the momentum of youth activism from before the pandemic. Yet readers coming from a public education background will note the dearth of practical applications for the classroom. The world of tomorrow will be changed through movement building outside of the school and instead in community and on the streets claim Klein and Stefoff, leaving behind increasingly disconnected systems of education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"64 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88246374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.724
Latika Raisinghani
A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts by William F. Pinar (Ed).
《在教学、学习和研究中参与冥想探究:在不同背景下实现变革潜力》，作者:William F. Pinar(主编)。
{"title":"A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts","authors":"Latika Raisinghani","doi":"10.37119/ojs2023.v28i2a.724","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.724","url":null,"abstract":"A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts by William F. Pinar (Ed).","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72837930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.659
Marc Husband, Lisa Lunney Borden, Evan Throop Robinson
This article explores the role that gestures play in the development of mathematical understanding. Using Pirie Kieren’s notion of image making and Lunney Borden’s idea of verbing mathematics, we share two examples of how students respond to teacher requests to demonstrate what they know about arrays. Keywords: image making, verbing mathematics, gesturing, mathematics
{"title":"Gesturing and Image Making: Growing Mathematics Understanding","authors":"Marc Husband, Lisa Lunney Borden, Evan Throop Robinson","doi":"10.37119/ojs2023.v28i2a.659","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.659","url":null,"abstract":"This article explores the role that gestures play in the development of mathematical understanding. Using Pirie Kieren’s notion of image making and Lunney Borden’s idea of verbing mathematics, we share two examples of how students respond to teacher requests to demonstrate what they know about arrays.\u0000Keywords: image making, verbing mathematics, gesturing, mathematics","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"86 9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77300005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.727
P. Lewis
Editorial Spring 2023 Issue of in education
《教育》2023年春季刊
{"title":"Editorial Spring 2023 Issue of in education","authors":"P. Lewis","doi":"10.37119/ojs2023.v28i2a.727","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.727","url":null,"abstract":"Editorial Spring 2023 Issue of in education","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"35 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77470428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.725
Jessica Madiratta
A Review of Absolon, K. E. (2022). Kaandossiwin: How we come to know Indigenous re-search methodologies (2nd ed.). Fernwood
Absolon, K. E.(2022)。Kaandossiwin:我们如何认识土著研究方法(第2版)。Fernwood
{"title":"A Review of Kaandossiwin: How We Come to Know Indigenous Re-Search Methodologies (2nd ed.)","authors":"Jessica Madiratta","doi":"10.37119/ojs2023.v28i2a.725","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.725","url":null,"abstract":"A Review of Absolon, K. E. (2022). Kaandossiwin: How we come to know Indigenous re-search methodologies (2nd ed.). Fernwood","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86315711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.700
A. Culver, T. Hopper
This article is written as a confessional tale of the authors’ experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants’ voices: (a) a teacher and parent of a child with a disability, (b) an Indigenous teacher and (c) the lead author’s voice as a queer teacher. As Kluge (2001) explained, confessional tales represent the researcher’s personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of “transformation from the inside out” (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity. Keywords: confessional, métissage, inclusion, queer, LGBTQ, Indigenous, disability, performance, participatory
{"title":"Inclusive Classrooms: A Confessional Tale on a Métissage","authors":"A. Culver, T. Hopper","doi":"10.37119/ojs2023.v28i2a.700","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.700","url":null,"abstract":"This article is written as a confessional tale of the authors’ experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants’ voices: (a) a teacher and parent of a child with a disability, (b) an Indigenous teacher and (c) the lead author’s voice as a queer teacher.\u0000As Kluge (2001) explained, confessional tales represent the researcher’s personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of “transformation from the inside out” (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity.\u0000Keywords: confessional, métissage, inclusion, queer, LGBTQ, Indigenous, disability, performance, participatory","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"372 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76610165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1177/00345237231183342
K. D. Regmi
In recent years, literatures related to the use of technology for teaching and learning have proliferated, which can be divided into two groups: technology positivism and technology criticism. The technology positivism literatures posit that communities can be created in online platforms whereas the second group of literatures argue that learning technologies can detach learning from human societies. Despite criticisms, creating an online learning community has become the focus of technology positivism literatures whereas the notion of learning society that connected learning with society has disappeared. Drawing on key sociological theories of learning such as constructivism, social cognition, and communicative actions, this paper argues that the notion of learning society is a better alternative of online learning community. It proposes online learning society as an alternative model for online teaching and discusses its three key components: social construction of knowledge, situated cognition and social integration.
{"title":"Learning technology beyond positivism and criticism: Reconnecting learning with society through online teaching","authors":"K. D. Regmi","doi":"10.1177/00345237231183342","DOIUrl":"https://doi.org/10.1177/00345237231183342","url":null,"abstract":"In recent years, literatures related to the use of technology for teaching and learning have proliferated, which can be divided into two groups: technology positivism and technology criticism. The technology positivism literatures posit that communities can be created in online platforms whereas the second group of literatures argue that learning technologies can detach learning from human societies. Despite criticisms, creating an online learning community has become the focus of technology positivism literatures whereas the notion of learning society that connected learning with society has disappeared. Drawing on key sociological theories of learning such as constructivism, social cognition, and communicative actions, this paper argues that the notion of learning society is a better alternative of online learning community. It proposes online learning society as an alternative model for online teaching and discusses its three key components: social construction of knowledge, situated cognition and social integration.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85839714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/00345237231172951
G. Vass, Amanda Heffernan
It may be an anathema to many of those that maintain connections with punk that a scholarly interest and approach to engaging with punk is attempted at all, however there is increasingly an interest in punk from academics, and there aremany good reasons for why this is the case (Furness, 2012). The stereotypical representations and ideas associated with punk are best put aside at this point – while the enduring stereotype is of mohawks, ripped and dishevelled clothes, and explosions of anti-authoritarian rage, punk is better conceptualised as an understanding and view of the world that can be manifested in wide and creative articulations of cultural production. Hence, punk sensibilities and critique of materialistic massproduced culture (and the politics and economics that underpin this) can be communicated in a wide variety of ways, and similarly, a sense of community that fosters individuality and a commitment to rolling up your sleeves to get things done – rather than waiting around for things to get done by others, is demonstrated in equally diverse ways (Way, 2021). Punk demurs from being defined, and efforts to somehow frame or explain what it is, tend to result in contestations. This has not halted the fact that after several decades, punk is a phenomenon with a global presence (see above, Dunn, 2016). The emergence of punk has been linked with notions of ‘postmodernity’ in recognition that people – and in some respects initially it was ‘young people’ more specifically – were defiantly pushing back on dominant cultural, political and economic practices that were increasingly saturated by mass-media and
{"title":"Punk and education research: ‘Don’t want to be taught to be no fool’","authors":"G. Vass, Amanda Heffernan","doi":"10.1177/00345237231172951","DOIUrl":"https://doi.org/10.1177/00345237231172951","url":null,"abstract":"It may be an anathema to many of those that maintain connections with punk that a scholarly interest and approach to engaging with punk is attempted at all, however there is increasingly an interest in punk from academics, and there aremany good reasons for why this is the case (Furness, 2012). The stereotypical representations and ideas associated with punk are best put aside at this point – while the enduring stereotype is of mohawks, ripped and dishevelled clothes, and explosions of anti-authoritarian rage, punk is better conceptualised as an understanding and view of the world that can be manifested in wide and creative articulations of cultural production. Hence, punk sensibilities and critique of materialistic massproduced culture (and the politics and economics that underpin this) can be communicated in a wide variety of ways, and similarly, a sense of community that fosters individuality and a commitment to rolling up your sleeves to get things done – rather than waiting around for things to get done by others, is demonstrated in equally diverse ways (Way, 2021). Punk demurs from being defined, and efforts to somehow frame or explain what it is, tend to result in contestations. This has not halted the fact that after several decades, punk is a phenomenon with a global presence (see above, Dunn, 2016). The emergence of punk has been linked with notions of ‘postmodernity’ in recognition that people – and in some respects initially it was ‘young people’ more specifically – were defiantly pushing back on dominant cultural, political and economic practices that were increasingly saturated by mass-media and","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"91 1","pages":"3 - 10"},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83812005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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